part2

Sioux Falls School District Evaluation Plan - PART 2
Faculty and staff need to feel that they have enough access to technology if they are going to use it to enhance student learning. Faculty and staff may be more willing to learn how to use technology to enhance student learning if they have access to the technology. Access to the technology should be equitable to faculty and staff members at all levels. (Michael) || Information Needed to Answer the Question (Trevor) || How and When the Information Will Be Collected (Hollie) || Analysis and Interpretation (Amanda) ||
 * Evaluation Questions || Why the Ques tion Is Important
 * 1. In the past academic year, what numbers of faculty and staff participated in technology professional development and what type of professional development was implemented? || Professional development helps provide the faculty and staff members with the skills and knowledge necessary to implement technology in a way that positively influences student learning. || Past professional development plans and curriculum, interviews with past professional development speakers, records of staff that attended the professional development meetings || survey & catelogue # of participants in each PD event. Have detailed & descriptive curriculum of each PD event. || Surveys and catalogue numbers will be counted to come up with the total number of faculty and staff that participated. The survey will also include questions regarding the PD experience. This will review what type of PD was implemented.

The curriculum will be reviewed to determine what type of professional development was implemented. ||
 * 2. How has the technology program influenced reading, math, and science achievement scores? || Accountability is an important concept in education. Schools need to be held accountable in where the taxpayers’ money is going and if this spending is having a positive effect on the achievement scores of the students.

|| Achievement scores on DakotaSTEP test in reading, math, and science before technology was integrated and after technology integration; comparing acheivement scores of classes integrating technology and classes not integrating technology || Pre-test & post-test scores on state & national achievement tests, then comparing rankings from years when technology wasn't used to teach vs. years it was used to teach. Compare achievement scores with other classes not integrating technology at the end of each semester. || Comparing the scores from the reading, math, and science portions of the post-test with the scores of the pre-test to see if the scores have improved, stayed the same, or decreased will show if technology had some influence, had no influence, or had a negative influence. Comparisons regarding math, science, and reading will also be made between classes implementing technolgoy and those not integrating technology. ||
 * 3. What number of faculty use [daily, weekly monthly] 21st century tools to teach reading, math, and science? || The number of faculty that are using technology to teach reading, math, and science will help determine what role the incorporation of technology plays in student achievement. || Information on the implementation and frequency of use of 21st Cetury tools in the classroom, reflections of how often, in what way, and to what extent teachers use 21st Century tools || Survey faculty every quarter at staff meetings to see if the number of faculty or the amount of use has changed throughout the year, reflection logs will be reviewed quarterly throughout the academic year || The faculty surveys will include questions on if and how much the faculty member is using 21st century tools to teach reading, math, and science. Reflections will be analyzed and the number of faculty use of 21st century skills in the classroom will be recorded. ||
 * 4. In what ways do students feel connected to a global learning environment? || The student is the main focus of what takes place in a school. This makes it important that we understand in what ways the students feel connected to technology they are using and that they are comfortable using the technology to effectively perform tasks that have become important in an increasingly global learning environment.

|| Student opinons, views, and feelings about their "connectedness" to the rest of the world using technology, infromation from students regarding how connected they are to a global learning environment, student attitudes towards global learning || Journals written by students, collected at the end of a term. Survey with open ended questions. Individual interviews at the end of term from a random sample group of students || The journal entries of the students will reveal their feelings of whether or not they are feeling conntected to a global learning environment.

Student surveys will be analyzed by the evaluation team to determine if the team feels the students are feeling conntected.

The evaluation team will perform the individual interviews and discuss the responses from the interview, then summarize the findings from the interview to determine a general consensus of whether or not student's are feeling connected. || Survey with open ended questions. Individual interviews at the end of term from a random sample group of students. Teachers will complete the 21st Century checklists for their own classrooms at the end of each term. || Journal entries will be read by the evaluation team to get an idea of how students feel about their access to 21st century tools.
 * 5. How do students feel about their access to 21st Century tools at their school? || The student must feel comfortable and understand how to use the technology they are provided and also how the technology is preparing them with the 21st century skills necessary to be successful in higher education and post graduate careers. || Student views and opinions of their access to 21st Century tools, what types of access to 21st Century tools are available, availability and resources of 21st Century tools, student attitudes towards 21st Century tools || Journals written by students, collected at the end of a term.

The evaluation team will compile a summary report based on the surveys about student feelings towards their access to 21st century tools.

The evaluation team will perform interviews to give students a chance to reveal any tools they feel the school does not provide them with enough access to.

The evaluation team will evaluate if the required and necessary 21st Century tools are in the classrooms and accessible to the students. ||
 * 6. How do the faculty and staff feel about their access to 21st century tools at their school? || Faculty and staff need to feel that they have enough access to technology if they are going to use it to enhance student learning. Faculty and staff may be more willing to learn how to use technology to enhance student learning if they have access to the technology. Access to the technology should be equitable to faculty and staff members at all levels. || Faculty and staff views and opinions about their access to 21st Century tools in the school, what types of access to 21st Century tools are available, availability and resources of 21st Century tools, faculty and staff attitudes towards 21st Century tools. || Focus group of faculty at end of term. Survey with open ended questions given to all faculty at tend of term. Individual interviews at end of term from random sample group of faculty. Checklist of the types of access facult and staff have access to regarding 21st Century tools will be completed at the end of each term. || Focus groups will concentrate on discussing tools they feel they have adequate access to and tools they feel they are not given enough access to.

The evaluation team will provide a summary report revealing the feelings of faculty regarding their access to 21st century tools.

The evaluation team will perform interviews to ask the faculty if there are any tools they feel would be beneficial to them that the school does not currently give them access to. ||
 * 7. How has technology helped maintain effective communication with parents/guardians? || Technology can provide additional avenues of communications between the school and the student’s home. This technology can allow there to be an exchange of information about students (such as grades and behavior issues) and can allow for the parents/guardians to be more involved in the education of their child. || Parent/guardian and teacher views and opinions of effectiveness of communication between the schools using technology, parent/guardian and teacher ratings of communication via technology, types of technology used to communicate with parents/guardians, frequency of communication via technology || Focus group of parent/guardians at end of term. Survey with open ended questions given to all parent/guardians at tend of term. Individual interviews at end of term from random sample group of parent/guardians. || Questions about the communication with parents and technology will be asked at the focus groups to get discussions going. Notes will be taken to record the results.

The evaluation team will provide reports based on their review the parent surveys.

The evaluation team will create a set of questions to be asked to the parents in their interviews. The interviews will be recorded, and the evaluation team will review the interviews and produce a summary report of the findings. ||